Attitude of Medical and Dental First Year Students Towards Teaching Methods in a Medical College of Northern India.

Jain, Aditya; Bansal, Ramta; Singh, KD; Kumar, Avnish

doi:10.7860/jcdr/2014/10573.5312

Cited by 11 publications

(10 citation statements)

References 14 publications

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“…The retention rate of traditional lectures is low, and lower than for interactive methods (Subramanian, Timberlake, Mittakanti, Lara, & Brandt, 2012). Not surprisingly, 95% of students are unsatisfied with the traditional lecturing as a teaching method, and would prefer activating accompaniments, foremost audio-visual aids (Jain, Bansal, Singh, & Kumar, 2014). It must be kept in mind that students often have a distorted image of what is the best method for them to learn and remember (Kornell & Bjork, 2007).…”

Section: Discussionmentioning

confidence: 99%

Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics

Leinonen

Laitala

Pirttilahti

et al. 2020

Clinical & Exp Dental Res

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Objectives: This study aimed to compare the knowledge attained by third-year dental students in physical ergonomics altering live lectures and videos in teaching. The second aim was to investigate implementation of the theoretical knowledge on ergonomics into practice. Material and methods: Forty-five students divided into two groups attended a live lecture (45 min) or viewed videos (45 min). After the first teaching session, the groups changed parts. All students answered a questionnaire with 13 true or falsequestions on ergonomics at baseline and immediately after both teaching sessions. Friedman's test and Wilcoxon signed rank test were used to compare questionnaire scores of the student groups. Additionally, we photographed 17 randomly selected students 3 months after baseline during a simulation workshop on endodontics. We analyzed the photographs for ergonomic postures using a specific 12-point checklist. Results: At baseline, no difference in the knowledge between the two groups was discovered, when both scored 72%. After the first teaching session, significant improvement in both groups (p < .05) was found; and there was no statistically significant difference in the scores between the groups (88% in the lecture-first and 82% in the video-first group). After the second teaching session, the scores were similar in both groups. Overall all improvement in both groups was significant (p < .001). The photograph analysis showed half of the postures being in accord with the ergonomic guidelines. Conclusions: Both live lectures and videos showed similar outcomes in teaching ergonomics. Implementation of the knowledge on ergonomics is insufficient. Videos provide an easy-to-organize alternative to live lectures in teaching dental ergonomics. New means are needed to have dental students implement their knowledge on ergonomics into practice.

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Section: Discussionmentioning

confidence: 99%

Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics

Leinonen

Laitala

Pirttilahti

et al. 2020

Clinical & Exp Dental Res

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“…2 The aim of active learning methods is to engage students in higher order thinking tasks as analysis, synthesis and evaluation. 3 Among them seminar offers an independent method of learning, that is student centered in which the student is given a topic by the guide and the student has to present the topic in front of his seniors, faculty members and guide, often using the audio visual aids. 4 By definition, a seminar is a lecture or presentation delivered to an audience on a particular topic or set of topics that are educational in nature.…”

Section: Introductionmentioning

confidence: 99%

Perception about student-led seminars among undergraduate students of a government medical college in Visakhapatnam: a cross-sectional study

Haritha

Madhavi

2019

Int J Community Med Public Health

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Background: Teaching in India is still controlled by teacher-centered class room which would make them bored and exhausted. Educators now strive to provide the most productive class room experience for their students by facilitating small group discussions within the larger class such as seminar presentation by the students etc. Hence the present study was done to assess the perception of medical students regarding seminars in the curriculum towards a small group teaching activity. Objective is to assess the perception of medical students regarding seminars as a teaching learning activity. Methods: A cross-sectional observational study was conducted among 4th semester undergraduate medical students of Andhra Medical College, Visakhapatnam, Andhra Pradesh in the month of June 2016 to assess their perception regarding seminars in the curriculum. A pre-designed, pre-tested self-administered questionnaire was used to collect data. Results: Total number of study participants were 136. Majority 110 (80.9%) of them agreed that seminar is a good academic activity and is helpful in learning. Around 96 (70%) of the students opined that seminars help students engage in higher order thinking tasks. Majority 93.4% agreed that seminars help students to overcome nervousness. About 91.9% felt seminars improve self-confidence and personality development. Conclusions: Students view that, seminars are more effective in deep understanding of the subject and critical thinking than didactic lectures and helps the students to improve self confidence and communication skills.

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“…Elangovan S et al, suggested that engaging students in case discussions and seminars rather than lectures would aid in development of analytical skills [16]. Clinical seminars and active group discussions are generally preferred by students compared with traditional didactic lectures [9,17]. It is stated that most of the learning occurs outside the classroom, when information has been retrieved, revised, applied and mainly associated with other existing information or experiences [9].…”

Section: Discussionmentioning

confidence: 99%

Challenges in Learning Preclinical Prosthodontics: A Survey of Perceptions of Dental Undergraduates and Teaching Faculty at an Indian Dental School

Shigli

Jyotsna²,

Rajesh

et al. 2017

JCDR

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Attitude of Medical and Dental First Year Students Towards Teaching Methods in a Medical College of Northern India.

Cited by 11 publications

References 14 publications

Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics

Live lectures and videos do not differ in relation to learning outcomes of dental ergonomics

Perception about student-led seminars among undergraduate students of a government medical college in Visakhapatnam: a cross-sectional study

Challenges in Learning Preclinical Prosthodontics: A Survey of Perceptions of Dental Undergraduates and Teaching Faculty at an Indian Dental School

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